The article chosen is entitled “Psychosocial Development From College Through Midlife: A 34-Year Sequential Study.” The article is relevant and creditable. The range of issues covered during the adult development phase of life and the additional study of Erikson’s theory the class has been studying over the last two weeks provides credence to the relevancy of the subject matter. This article would be an excellent reference for an assignment on the topic of Social Development of Adults. The study referenced in the article uses subjects found from the alumni of the University of Rochester in school from the 1960s through the 1980s whose contact information was obtained and solicited in a number of ways. The study spans a time of at least 35 years as well as a range of ages. The study focused on growth within “[t]he eight Eriksonian psychosocial issues” which it define as “…trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, industry versus inferiority, identity achievement versus identity diffusion, intimacy versus isolation, generativity versus stagnation, and ego integrity versus despair.” (Whitbourne, S., Sneed, J. R., & Sayer, A., (2009). The article provides psychological background on its subject material and its purpose of studying the growth of social development of subjects from college age to midlife (43 and 54). The article also provides information on how the participants were obtained, their range of participation, and their demographics. The study classifies the participants with several variables and provides explanation of how these classifications affect the study results. Some…...

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...Social Development Research on:
Intimate Relationship Development:
During the Transition to Adulthood:
Differences by Social Class
PSY/201
October 22, 2011
Shawna Harlin-Clifton
I chose the article “Intimate Relationship Development: During the Transition to Adulthood: Differences by Social Class” because I have believed there was a difference in intimate relationships when it came to different social classes. This article had various data graphs that informed me of the percentages of teen relationship experiences, teen sexual experiences as well as the percentage of early cohabitation and marriage by family income. It was very interesting to see that in adolescence, class differences shape intimate relationships such as in holding hands, kissing on the mouth or telling someone you loved her. While class differences in relationship experience are not that different, there are vast differences in sexual experiences. Concerning sexual experiences those with higher incomes are least likely to have had sexual experiences and that was the particular trend amongst the males. Class differences are also evident in early marriage and cohabitation rates. According the Study of Adolescent Health Data, collected in 2001, approximately 28 percent of youth who had lower income have cohabited by the age of 20 compared to 15 percent of higher income youth. This is also true concerning marriage. Youth in the lower income category are more likely to arrive at......

...The journal article Socio-emotional development: from infancy to young adulthood that I found in the University Library is a good source because it touches on the social issues of adults and what causes social anxiety and other issues. The article focuses on the Uppsala Longitudinal Study, which in 1985 collected data on 96 children nine years of age. The children's social development was then studied and compared as they became teenagers. Finally in 1997 when they were 21 years of age, the study compared their current social anxiety issues to how each of them were raised, what activities they participated in, and what social issues were still prevalent from the time they were 9 until they were 21 years old. The study found that children placed in non-parent day care showed much less social anxiety issues than children that did not participate in day care. The amount of social interaction that children receive at a young age, results in how socially active young and older adults are as they grow up. Shyness and inhibition plays a huge role in socialization and social anxiety. More sheltered children not encouraged to socialize may grow up to be anti-social as adults.
The reason I chose this reference as a credible source is because it is not only peer reviewed and from a credible journal of psychology, but also because it focuses on how the social issues of adults is created, by the socialization of the children who grow up to be adults. Researching and locating......

...Thinking about social-development issues in adults always leads me down the road of men and their mid-life crisis. This article looks at how a difficult childhood could possibly be a cause for a mid-life crisis later in life. Three cases are examined to support the thesis of this study that an emotional deprived childhood is a contributing factor in a male mid-life crisis. In an emotional deprived childhood the child would develop a poor sense of self. This poor sense of self might be hidden down deep until a certain age like our early 40’s where we begin to reflect back on our life. Missing a maternal love as a child has repercussions in adulthood that can result in no success being good enough to satisfy the adults need to compensate for the missing maternal love.
A mid-life crisis is a topic that has always interested me. Some men and women use the term mid-life crisis as an excuse for any bad behavior or mistakes they make in their early to mid-40’s. The cause behind a mid-life crisis has always interested me, knowing that someone did not wake up one day and decide to spend an obscene amount of money on a little sports car or commit adultery after a very loving marriage. In a male child’s life, a mother plays a very large role in creating a healthy sense of self and belonging. It only makes sense that for any male that is lacking a loving maternal relationship will suffer social-development setbacks at some point in their life. When reaching a certain point......

...University of Phoenix Material
Week Two Quiz
Multiple Choice
Please choose the correct answer to the following questions.
1. __D___________ refers to the experience created from stimulating a sense organ.
a. Perception
b. Stimulus
c. Transduction
d. Sensation
2. ______D_______ refers to the smallest change in sensation that can be detected at least 50% of the time.
a. Adaptation
b. Weber’s Law
c. Difference Threshold
d. Absolute Threshold
3. Sensory cells located on the retina that receive incoming visual stimuli are ______C_____.
a. Rods and Cones
b. Fovea
c. Ganglion Cells
d. Blind Spot
4. The principles of similarity, proximity, continuity, and closure are examples of _____C_________.
a. Binocular cues
b. Convergence
c. Laws of Perceptual Grouping
d. Impossible Figures
5. The belief that objects in the physical world do not change due to alterations in the perception of the environment, and they maintain their size, shape, color, and brightness refers to ________C______.
a. Phi Phenomenon
b. Motion Parallax
c. Depth Perception
d. Constancy
6. The proposition that sleep is needed in order to regenerate our bodies and maintain mental and physical activities is part of the ____B_______ theory of sleep.
a. Adaptive
b. Restorative
c. REM
d. Parasomnia
7....

...Testing a Theory
PSY/201
Testing a Theory
When I was 18 years old, I was fortunate enough to get a job as a guitar instructor. This was only the second job that I ever had, and I was excited about both the opportunity to share my knowledge with others and by the decent wages offered. While I had already been playing guitar for several years and had the technical ability, I had no experience in educating others. While I improved over time, I began my work as an instructor based on a rather naïve theory.
Before I began instructing on my own, I shadowed the instructor I was replacing on his last day. This gave me a chance to meet the students and to watch how he conducted his classes. I noticed he generally used the same material for each student. The only real variation was how far along each individual student was in the material. From observing this, I decided to take the same approach. I developed the theory that since all my students were learning the same instrument, they could all be taught the same way. When I began teaching on my own, I quickly learned that this theory was false.
From this theory, I formed the hypothesis that my students could be taught in the same manner and from the same material with little or no variation. I then began testing this hypothesis on my students. While I did not consider it in this way at the time, my initial teaching experience was an experiment of sorts. I inadvertently had formed a theory, a hypothesis, and......

...Smith
The article begins with three examples of interpersonal conflicts that escalated by vengeful behavior. The authors attempt to focus on understanding actual mechanisms that underlie the pattern of conflict escalation. The authors explain, “justice is a deep concern for most people.” It is human nature to want to be treated fairly. However, when expectations are not met, a sense of injustice can lead to patterns of retaliation. Vengeful acts by the person who is “wronged” are most likely to be out of portion to the original offense. Thus, revenge often leads to a destructive cycle of spiteful counter-responses from parties involved in a conflict. The tendency to desire and seek “justice” can be seen as a key motivator when people take revenge. Ironically, the harsh cycle that develops when people seek revenge is characterized by irrational and wrongful acts. The authors suggest that when explaining such extreme acts of revenge one possible reason can come from feelings of self-worth. When another diminishes one’s self-worth, they may use methods of revenge to restore it.
In relation to one’s self-worth, another contributing factor can be the prevention of future unfair treatment. In order to gain respect, a person may retaliate in order to stop unfair acts they have received. Despite the underlying reasons that motivate revenge, many examples demonstrate that vengeance leads to conflict escalation rather than conflict resoluton. The article attempts......

...Samuel Smoot
Social Psychology Paper
PSY 201
3/1/2014
Sarah is going through exploration of her own path. She wants to do things that are not okay with her parents. Should she do these things and lie about what she is really doing, or is it easier to be honest? The problem with honesty is she will most likely not get what she wants out of it. It is the way that parent and child relationships mature. It ultimately helps with the separation process that is inevitable. Sarah is starting to make her own choices even if they are wrong. While mom and dad are trying to protect the little girl that is their daughter, like they always have. Sarah has many adult choices, but she is still only a young teenager. Sarah is just a teenager who is still attending school and getting good grades.
To start with Sarah was dealing with social cognition toward her curfew. Sarah was experiencing partying for the first time. Sarah had obviously heard from other how fun it could be, but had never experienced it with her parent’s rules in place. For a fifteen year old these issues are the social norm. That still doesn’t make it any easier on her decision to go to the party. The friends and their persuasion made it even harder to say no too. She wanted to fit in, because they are new friends to her and she wants to fit in. She didn’t want to give them a chance to discriminate against her for not staying out to attend the party with them. Due to......

...Psy 201 DQ Wk 5
DQ1
My first response as a male was that the child was probably just being himself. When I fully comprehended the question I concluded that Sally and Bob probably have a rebellious son on their hands. They should calmly and firmly take control of the situation before Jimmy gets too much older and grows to be disrespectfully to his parents. Television could be one of the issues, so perhaps walking in the park would be an activity that would benefit the child. Exercise is good for a child and it also helps wear out the child which could take some energy out of the aggression. Sally and Bob observed. The next day after a good nights sleep, perhaps the child would be more agreeable to the situation. Television I would say has some of an affect on how the child behaves, but I have a son and sometimes he expresses anger but not aggressive behavior.
DQ2
I think it is a combination of both nature and nurture that influences our behavior. Nature refers to the environmental factors of influence (siblings & family, schooling & peers, and any other external source of influence around them). Nurture refers to the hereditary factors which “are based on the genetic makeup of an individual that influences growth throughout life” (Laserwords, 2009), and therefore influential to the individuals behavior.
There are a lot of environmental factors that are going to influence a child’s behavior as he or she is growing up. Most of our traits of behavior have to do with......

...Axia College Material
Appendix C
Psychotherapy Matrix
Directions: Review Module 36 of Psychology and Your Life. Select three approaches to summarize. Include examples of the types of psychological disorders appropriate for each therapy.
|{Behavioral Treatment} |{Psychodynamic Therapy} |{Cognitive Therapy} |
|Summary of |Behavioral Treatment focuses on external behavior, and |Psychodynamic therapy attempts to resolve past conflicts |Cognitive therapy focuses on the way people think as well |
|Approach |builds on the assumption that both abnormal behavior and |and inappropriate subconscious impulses by bringing them |as their external behavior. The theory is that modifying |
| |normal behavior are learned. The belief behind this |into the conscious thought process to assess and deal with|the external behavior might change the way people think as|
| |treatment is that these people simply must learn new |the problem more effectively. The therapist requests the |well as their behavior. A cognitive therapist urges the |
| |behavior to replace the faulty behavioral skills they have|patient to consider and discuss their experiences in as |client to reason out their own problems as a teacher might|
| |developed and unlearn the maladaptive behavior patterns. |much detail as possible...

...Week Six Sleeping and Dreaming
PSY/240
Sleeping and Dreaming
Sleep is considered a natural state in which there is reduced consciousness, reduced sensory activity, and inactivity of all muscles. Sleep is needed for the body to recharge, grow, and is essential for health and well-being. There are three standard psychophysiological measures of sleep and they define the stages of sleep. They are the electroencephalogram (EEG), the electrooculogram (EOG), and the neck electromyogram (EMG).
There are four different stages of EEG sleep. Stage 1 EEG is a low-voltage, high-frequency signal slower than being awake. When going from stage to stage the EEG voltage increases and the EEG frequency decreases. Once a person goes from stage 1 to stage 4, the cycles of sleep go back and forth throughout the stages while a person is sleeping. Each cycle is about 90 minutes long. REM sleep is associated with stage 1 EEG while NREM sleep is a combination of all other stages. Stages 3 and 4 are considered slow-wave sleep or SWS due to the delta waves. During REM sleep people have rapid eye movements.
Dreaming occurs during the REM stage of sleep. Some people believe that external stimuli can affect their dreams. Some people believe dreams are quick and only last a few minutes, while research suggests they last as long as the person is dreaming. Some people say they do not have any dreams, but more than likely they just do not remember their dreams. Penile......